Rebecca McGraw
Biographic Data
| ID | 6006944 |
|---|---|
| NAME | Rebecca McGraw |
| GIVEN NAMES | Rebecca |
| FAMILY NAME | McGraw |
| SIGNATURE | MCGRAW R |
| AFFILIATIONS | University of Arizona |
| ORCID | 0000-0002-8390-7905 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Professional development and instructional leadership: Views and experiences of U.S. mathematics and science teachers who leave the classroom to lead
This paper examines the perspectives and experiences of 21 science and mathematics teachers in the U.S. who shifted from classroom teaching to leadership roles in their schools and districts. These individuals viewed themselves as ‘teacher leaders’, regardless of whether they maintained classroom teaching responsibilities, and they engaged in work typically associated with researchers’ definitions of teacher leaders. They viewed teacher leaders a…
Does Biliteracy + Mathematical Discourse = Binumerate Development? Language Use in a Middle School Dual-Language Mathematics Classroom
Few studies on the role of bilingualism in mathematics classrooms explore the intersection of biliteracy, language use, mathematical discourse, and numeracy—especially at the middle school level. Drawing from biliteracy development theory and reform mathematics education literature, this qualitative case study of a dual-language mathematics classroom shows how English language learners (ELLs)/bilinguals use their first (L1) and second language (L…
Middle School Immigrant Students Developing Mathematical Reasoning in Spanish and English
Language is the means through which mathematics is learned and mathematical reasoning is developed and expressed. Students' development of mathematical knowledge is dependent upon their codevelopment of language competencies. This study sought to understand the intersection of language acquisition and mathematical reasoning in a multigrade, dual-language mathematics classroom. The focal research question was: In what ways do immigrant middle-scho…
Middle School Immigrant Students Developing Mathematical Reasoning in Spanish and English
Language is the means through which mathematics is learned and mathematical reasoning is developed and expressed. Students' development of mathematical knowledge is dependent upon their codevelopment of language competencies. This study sought to understand the intersection of language acquisition and mathematical reasoning in a multigrade, dual-language mathematics classroom. The focal research question was: In what ways do immigrant middle-scho…
Middle School Immigrant Students Developing Mathematical Reasoning in Spanish and English
Language is the means through which mathematics is learned and mathematical reasoning is developed and expressed. Students' development of mathematical knowledge is dependent upon their codevelopment of language competencies. This study sought to understand the intersection of language acquisition and mathematical reasoning in a multigrade, dual-language mathematics classroom. The focal research question was: In what ways do immigrant middle-scho…
Does Biliteracy + Mathematical Discourse = Binumerate Development? Language Use in a Middle School Dual-Language Mathematics Classroom
Few studies on the role of bilingualism in mathematics classrooms explore the intersection of biliteracy, language use, mathematical discourse, and numeracy—especially at the middle school level. Drawing from biliteracy development theory and reform mathematics education literature, this qualitative case study of a dual-language mathematics classroom shows how English language learners (ELLs)/bilinguals use their first (L1) and second language (L…
Professional development and instructional leadership: Views and experiences of U.S. mathematics and science teachers who leave the classroom to lead
This paper examines the perspectives and experiences of 21 science and mathematics teachers in the U.S. who shifted from classroom teaching to leadership roles in their schools and districts. These individuals viewed themselves as ‘teacher leaders’, regardless of whether they maintained classroom teaching responsibilities, and they engaged in work typically associated with researchers’ definitions of teacher leaders. They viewed teacher leaders a…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Education Systems and Policy (2 works) · Sociology (2 works) · Bilingual education (1 works) · Cognitive and developmental aspects of mathematical skills (1 works) · Curriculum (1 works) · Diverse Educational Innovations Studies (1 works) · Dual language (1 works)